MCPS Forward 2020 Task Force: School Year 2020-2021 ... · 1. Operations: MCPS must have the resources, equipment and procedures to ensure our learning spaces are healthy environments

MCPS Forward 2020 Task Force:

School Year 2020-2021 Preparation and Options

July 8 , 2020

MCPS Taskforce Forward 2020

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Governor’s Phased Reopening of Virginia’s SchoolsPhaseI PhaseII PhaseIII

Permissible In-Person

Instruction and building

capacity

In addition to child care programs and schools issued a variance; programs may be offered to special education students

with a max class size of 10

All previously permitted options, plus in-person instruction for Preschool through

third Grade; instruction for English Learners; and summer camp programs in

school buildings are permitted.

In-person instruction can be offered for all students, however strict social

distancing measures should be implemented

Gathering Limits (applies to

offices, classrooms,

cafeterias, auditoriums,

graduation

ceremonies, etc.)

Max size of 10 individuals per room or bus Gathering limit increased to 50 if other social distancing measures are in place.

Crowds no larger than 250 people

Social Distancing

Maintain 6-foot separation between desks, tables and workstations; and between students and staff to the

greatest extent possible

Maintain 6-foot separation to the greatest extent possible.

Maintain 6-foot separation to the greatest extent possible.

Bus Capacity 6-foot distancing with a max capacity of 10 students

6-foot social distancing measures 6 foot social distancing measures

RecessGroups of 10 or less, socially distanced Groups of 50 or less, socially distanced, and

with minimal mixing of groupsGroups of 50 or less, socially distanced and

with minimal mixing of groups

Health Screeningsand

Temperature ChecksConduct daily health screenings for

symptoms and history of exposure for students and staff

Conduct daily health screenings for symptoms and history of exposure for

students and staff

Conduct daily health screenings for symptoms and history of exposure for

students and staff

Face Coverings

Cloth face coverings should be worn by staff in times when at least 6 feet physical

distancing cannot be maintained.Schools should encourage the use of face

coverings for students as developmentally appropriate in settings

where physical distancing cannot be maintained.


distancing cannot be maintained.Schools should encourage the use of face coverings for students as developmentally

appropriate in settings where physical distancing cannot be maintained.


distancing cannot be maintained.Schools should encourage the use of face coverings for students as developmentally

appropriate in settings where physical distancing cannot be maintained.

Athletics, Extracurricular and

Field Trips ProhibitedLimited athletics and extracurricular

activities with social distancing To be determined

• Governor Ralph Northam announced Virginia is now in Phase 3 of the reopening process.

• This allows public school divisions to provide in-person instruction accommodated with– Strict social distancing measures in place.– Use of alternative schedules that blend in-person

and distance learning for students. • Four instructional options are being presented along

with information regarding operational plans to provide staff and students a safe and effective learning environment.

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Background and Options

1. Operations: MCPS must have the resources, equipment and procedures to ensure our learning spaces are healthy environments in compliance with state or local orders.

2. Human Resources: MCPS must ensure policies and procedures address the changing physical, mental and emotional needs of all employees.

3. Technology: All MCPS students must have a device and adequate access to the internet by September 1, 2020.

4. Instruction: All MCPS students and staff must have the training, tools, and instructional resources necessary to make teaching, student learning, and access social-emotional support available in any environment and in compliance with state or local orders. 4

Task Force Critical Action Areas

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Task Force Structure

Executive Leadership

Team

Critical Action Working Groups

Input and Feedback

Teams

Critical Task - Operations Working Group Members• Lead: Mr. Andy Hawkins, Executive

Director of Operations and Finance

• Laura Goldzung, Baldwin Elementary Principal

• Kara Grasser, Dean Elementary School Principal

• Betsy Whitaker-Ingles, OHS Associate Principal

• Suzanne Renegar, Nursing Supervisor

• Montoya Jackson, Food Service Director

• Russ Helton, Facilities Director

• Joe Yankoviak, Transportation Director

• Arnaz Dotivola, OHS Teacher

• Dina Brady, OHS Support

• Victoria Gershenson, Metz Teacher

• Kelly Sheldon, Metz Support• Anna Spall, Mayfield Teacher

• Muruna Dove, Mayfield Support

• Catherine Nowak, Baldwin Intermediate Teacher

• Teresa Bryson, Baldwin Intermediate Support

• Carrie McDaniel, Weems Teacher

• Amanda Davidson, Weems Support

• Leslie Mattick, Round Teacher

• Rachel Fodness, Haydon Teacher

• Rachel Cleveland, Dean Teacher

• Susan Ridgeway, Dean Support

• Catie Bombara, Baldwin Teacher

• Michelle McKenzie, Baldwin Support

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• Lead: Ms. Billie Kay Wingfield, Executive Director of Human Resources

• Karis Brooks, Haydon Principal Elementary

• Kelli Huntley, Mayfield Assistant Principal

• Derek Smith, OHS Assistant Principal

• Deb Shelton, C/O Benefits Assistant

• Maxine Taylor, C/O Intervention Specialist

• Shannon Morgan, Osbourn Teacher

• Cindy Carson, Baldwin Elem. Instructional Assistant

• Heather Hartman, Baldwin Teacher

• Leigh Corner, Weems School Counselor

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Critical Task – Human ResourcesWorking Group Members

• Rachel Kirkland, Baldwin Intermediate Library Media Coordinator

• Miriam Giotta, Mayfield School Psychologist

• Leticia Foster, Mayfield Teacher

• Crystal Jefferson, Metz Teacher

• Lee Hodik, Metz School Administrative Associate

• Lisa Harlow, Haydon Teacher

• Kate Green, Dean ITTS

• Faye Stark, Dean Instructional Assistant

• Marisela Murray, Haydon School Office Associate

• Taylor Hawkins, Round School Counselor

• Jill Spall, OHS Long-term substitute

Critical Task - Technology Working Group Members

• Lead: Mr. Bobby Barrett, Director of Technology

• Principal: Andrew Wilson, Round Principal

• Principal: Donnie Frischkorn, Mayfield Principal

• Assistant Principal: Mandy Zayatz, Metz Assistant Principal

• Robert Sansone, Coordinator of IT

• Pedro Hernandez, Supervisor of Digital Instruction & Innovation

• Kim Chua, Round Teacher

• Mike DeEmilio, Mayfield Teacher

• Melinda Deslauriers, Baldwin Elementary/Baldwin Intermediate Support

• Andrea Ferguson, Haydon Support

• Allie Forkell, Osbourn Teacher

• Linda Griffin, Jennie Dean Support

• Katie Hall, Mayfield Teacher

• Ty Jones, Osbourn High Support

• Christa Kellas, Baldwin Teacher

• Scott Leydig, Metz Middle Teacher

• Jeb Mann, Weems Teacher

• Gloria Membreno, Weems Support

• Nika Parker, Haydon Support

• Ashley Slaney, Baldwin Teacher

• Tracy Turner, Jennie Dean Teacher

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Critical Task - InstructionWorking Group Members• Lead: Dr. Ashley Cramp, Director of Instruction

• Dr. Zella Jones, Principal

• Dr. Amanda Wagner, Principal

• Dave Rupert, Principal

• Mike Pflugrath, Principal

• Jackie Sott, SEL/Counselors• Pedro Hernandez, Technology• Dr. Eric Brent, Student Services

• Megan Moore, ESOL

• Curt Emmel, ESOL

• Brian Maceyak, SPED• Carrie Pendleton, SPED• Sheyma Bautista, Pre-K• Dr. Trey Davis, CTE• Heather James, ELA • Ray Singletary, Math • Carol Hartt , Electives/Library • Eryn Reece, OHS Teacher

• Jeff Yost, OHS Teacher

• Larry Gilligan , OHS Support Staff

• Leonard Newman, Metz Teacher

• Sandra Smith-Jones, Metz Teacher

• Stephanie Maldonado, Mayfield Teacher

• Shannon McAteer, Mayfield Teacher

• Carolyn Baker, Mayfield ESOL teacher

• Kerry Lyn Hazelwood, BIS Teacher

• Stacey Davidson, BIS Support Staff

• Jennifer Johnson, Weems Teacher

• Kimberly Ainsworth, Weems Teacher

• Margo Dunavant, Weems Support Staff

• Shannon Shifflett, Round Teacher

• Shannon Helton, Round Teacher

• Rachel Fodness, Haydon Teacher

• Anamaria Leyva Garzon, Haydon Teacher

• Carmen Hernandez Rosich, Haydon Support Staff

• Stacey LaFountain, Dean Teacher

• Donna West, Dean Teacher

• Sue Deslauriers, Dean Support Staff

• Gabrielle Patterson, Baldwin Teacher

• Sean Slaney, Baldwin Teacher

• Jennifer Metcalfe, Baldwin Support Staff

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Parent Survey Summary

• June 24, 2020 -July 2, 2020 • 1928 responses- 1,152 through email invitations, 786 through public link• 36% respondents were comfortable/somewhat comfortable returning to

school in person; 52% were uncomfortable/ somewhat uncomfortable returning to school in person

• 82% were comfortable with staff and students wearing face masks/shields• Parents identified anxiety (59%), peer relationships (54%) and stress

management (50%) as the greatest social emotional need for as a result of Covid19

• 34% are certain to send their children for in person instruction; 26% are likely to send their children for in person; 31% are certain to choose a 100% virtual option (540 students)

• 90% of respondents were zoned for MCPS provided transportation; of those 67% of those are likely to use MCPS transportation with physical distancing: 16 % would definitely not use MCPS transportation 10

• June 19,2020-June 26, 2020 - All Staff • 749 responses- 73% response rate• 49% comfortable/somewhat comfortable returning to work; 40%

uncomfortable/somewhat uncomfortable • 77% comfortable with both staff and students wearing face

masks/shields

• 92% agreed/strongly agreed that they prefer safety products be provided by MCPS

• 98% agreed/strongly agreed with the implementation of frequent handwashing and 81% agreed/strongly agreed with daily health screenings.

• 61% of participants said they are confident that the school year will be successful with safeguards in place 11

Staff Survey Summary

• 20% agree/strongly agree that social distancing can happen in a classroom

• 85% of school-based staff agree that school buildings should be closed for disinfection if someone tests positive for COVID-19

• 50% agree/strongly agree that they are personally in a high-risk situation if exposed to COVID-19

• 65% agree/strongly agree that someone in their immediate family would be in a high-risk situation

• 47% agree/strongly agree with relationship to care of a loved one (Child/Elder/Significant Other) they would require flexibility with how they work if required to be in the building

• 33% agree/strongly agree that they would need to use sick leave/personal leave to care for a loved one (child/Elder/Significant Other)

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Staff Survey Summary

Each critical action team has created a plan for three possible return to school options for the School Board to select from for the school year 2020-2021:

• Option 1: Reopen school for full in-person learning utilizing minimal

operational adjustments to adhere to federal, state and local guidance.

• Option 2: Reopen school with a combination of in-person learning and

distance learning to adhere to federal, state and local guidance.

– 25% Return Option

– 50% Return Option

• Option 3: Reopen school with full distance learning.

• Option 4: Parent Selected 100% distance learning option.13

Task Force Return to School Options

MCPS must have the resources, equipment and procedures to ensure our learning spaces are healthy environments in compliance with state or local orders

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Critical Task – OperationsLead: Mr. Andy Hawkins, Executive Director of Finance & Operations

• Staying Home when Appropriate

– Utilize CDC’s guidance and Implement several strategies to encourage behaviors that reduce the spread of COVID-19.

– Educate staff and families about when to stay home and when they can return to school.

– Actively encourage employees and students who are sick or recently had close contact with a person with COVID-19 to stay home.

– Developed policies to encourage sick employees and students to stay at home without fear of reprisal, and to ensure employees, students, and students’ families are aware of these policies.

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Critical Task - Operations: Promoting Behaviors that Reduce Spread

• Hand Hygiene and Respiratory Etiquette

– All instructional staff will teach students and reinforce handwashing with soap and water for at least 20 seconds.

✔ If soap and water are not readily available, staff and older students may use hand sanitizer that contains at least 60% alcohol. Hand sanitizer stations will be placed at strategic locations throughout each school.

– Encourage staff and students to cover coughs and sneezes with a tissue.

• Cloth Face Coverings

– Information will be provided to staff, students, and students’ families on proper use, removal, and washing of cloth face coverings.

– Instructional staff will teach and reinforce use of face coverings.

– Face coverings are required to be worn by staff at all times when within 6 feet of students. Face shields have been purchased for all school staff.

– Face coverings are expected to be worn by students except where not age appropriate and who have a medical condition prohibiting their use.

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Critical Task - Operations: Promoting Behaviors that Reduce Spread

• Adequate Supplies

– All schools and offices will be provided adequate supplies, including soap, hand sanitizer with at least 60 percent alcohol, paper towels, tissues, disinfectant wipes, face coverings and no-touch/foot-pedal trash cans.

• Signs and Messages

– Signs will be posted in highly visible locations that promote everyday protective measures and describe how to stop the spread of germs.

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Critical Task - OperationsPromoting Behaviors that Reduce Spread

• Cleaning and Disinfection Protocols:– Clean and disinfect touched surfaces (e.g., playground equipment,

door handles, sink handles) within each school and school buses, at minimum, on a daily basis and between use as much as possible.

– Limit use of shared objects (e.g., gym or physical education equipment, art supplies, toys, games) when possible and if shared, clean between use.

– Development of schedules for increased, routine cleaning and disinfection at each school.

– Students will not clean or disinfect desks or any other objects.

• Shared Objects– Discourage sharing of items that are difficult to clean or disinfect.– Keep each child’s belongings separated from others’ and in individually

labeled containers, cubbies, or areas.– Limit use of supplies and equipment by one group of children at a time

and clean and disinfect between use.– Avoid sharing objects and electronic devices, toys, books, and other

games or learning aids.

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Critical Task - OperationsMaintaining Healthy Environments

• Ventilation– Ensure ventilation systems operate properly and increase

circulation of outdoor air as much as possible.

• Water Systems– Ensure all water systems and features (e.g., sink faucets) are safe

to use after a prolonged facility shutdown.

– Drinking fountains will be disconnected until the exit of Phase 3. Water stations will be placed at all schools which provides a safe & sanitary alternative.

• Modified Layouts– Space seating/desks at least 6 feet apart when feasible.

– Turn desks to face in the same direction (rather than facing each other), or have students sit on only one side of tables, spaced apart.

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• Physical Barriers and Guides– Install physical barriers, such as sneeze guards and partitions;

particularly in areas where it is difficult for individuals to remain at least 6 feet apart (e.g., school main office desks and greeter areas).

– Provide physical guides, such as tape on floors or sidewalks and signs on walls, to encourage/promote staff and children to remain at least 6 feet apart in lines and at other times.

• Communal Spaces– Stagger use of communal use shared spaces such as dining

halls and playgrounds with shared equipment; clean and disinfect between use.

– Install physical barriers, such as plastic flexible screens, between bathroom sinks especially when they cannot be at least 6 feet apart.

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• Gatherings, Visitors, and Field Trips

– In-person group events, gatherings, or meetings will not be held until this region exits Phase 3.

– There will be no food sales or food brought in to the school for celebrations, treats, or rewards of any kind from any person or group.

– There we be no visits of any kind beyond the school main office. Only essential, pre-planned visits will be allowed with parents, volunteers, or external groups in the main office.

✔All visitors attending essential visits to the school must complete a Health Screening Monitoring Form the morning of the day of the visit.

• Virtual activities and events will be held in lieu of field trips, student assemblies, special performances, school-wide parent meetings, and spirit nights.

• Extra-curricular events and participation in sports activities will be conducted in ways that minimize the risk of transmission of COVID-19 to players, families, coaches, and communities.

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Critical Task - OperationsMaintaining Healthy Operations

• Student Admissions/Transfers

– Conditionally admit students transferring from another school in the U.S. dependent on student’s current health and travel history.

✔ In collaboration with local health department recommendations, a 14-day quarantine period may be required.

– Conditionally admit students transferring from another country dependent on CDC travel guidelines, student’s current health status, and travel history.

✔ In collaboration with local health care department recommendations, a 14-day quarantine period may be required.

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• Recognize Signs and Symptoms

– Require parents to attest daily as to the health of their children prior to entry to their respective school by completing the health survey (symptom checking).

✔ If the parent does not complete this form, the student will be denied entry to the school until completed – No Exceptions.

– Staff will also be required to attest as to their health prior to entry into their respective school by completing the health form.

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• Preparing for When Someone Gets Sick– Advise Staff and Families of Sick Students of Home Isolation

Criteria.✔ Sick staff members or students should not return until they have met

CDC’s criteria to discontinue home isolation.

– Isolate and Transport Those Who are Sick✔ Inform staff and parents of when not to come to school and

how/when to notify the school’s designated COVID-19 point of contact.

– Principals will work with nurses to identify a temporary isolation room for students who arrive at school and exhibit symptoms of COVID-19. Students will be monitored and cared for in the isolation room while waiting for their parents to pick them up.

– Staff will not transport anyone who is sick home or to a healthcare facility 24


• Cleaning and Disinfecting for all Schools– Custodians will wear masks & disposable gloves as appropriate to clean and

disinfect.– When cleaning surfaces use soap and water, then use a disinfectant provided by

the Maintenance Department (EPA-registered household disinfect).– Routine cleaning of frequently touched surfaces will take place in such areas as

light switches, all door handles, restrooms, main office desks, greeter desks, and student/teacher desks and chairs, phones and technology equipment. More frequent cleaning and disinfection may be required based on level of use.

• Cleaning and disinfecting a building or facility if someone is sick– Close off areas used by a sick person and do not use these areas until

after cleaning and disinfecting.– Open outside doors and windows if possible to increase air circulation in the

area.– Wait at least 24 hours before cleaning and disinfecting. – Clean and disinfect all areas used by the person who is sick.– Vacuum the space using a vacuum equipped with high-efficiency particulate air

(HEPA) filter, if available and needed.– Room fans and the central HVAC system that services the room or space will be

shut off, so particles that escape from vacuuming will not circulate throughout the facility. 25


• Notify Health Officials and Close Contacts– School administrators will notify local health officials, staff, and

families immediately of any case of COVID-19 while maintaining confidentiality in accordance with the Americans with Disabilities Act (ADA).

– Inform those who have had close contact with a person diagnosed with COVID-19 to stay home and self-monitor for symptoms, and follow CDC guidance if symptoms develop.

• MCPS custodians will clean and disinfect community spaces in accordance with CDC guidelines.

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• Student Seating Assignments

– Students will be placed one per seat with staggered seating (one person sitting on the aisle and the next student seated next to the window). Since students attending our schools will be grouped by family/household, students who reside together will be allowed to sit together (more than one person per seat).

– Students should face forward at all times with no loud talking or singing since this type of behavior increases the chances of COVID droplets throughout the bus.

– Students will be seated from the rear of the bus to the front and disembark the bus from front to rear to minimize close contact of students.

• Face Coverings

– Students are expected to wear face coverings when on the bus and all bus drivers are required to wear face coverings at all times when students are on board.

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Critical Task - OperationsTransportation

• Bus Driver Environment– Limit close contact with others by maintaining a distance of at least 6

feet, when possible.– Encourage students to avoid standing or sitting within 6 feet of the bus

driver as much as possible.– Avoid touching surfaces often touched by bus passengers.– Use gloves if required to touch surfaces contaminated by body fluids.– Practice routine cleaning and disinfection of frequently touched

surfaces, including surfaces in the driver cockpit commonly touched by the operator.

– Drivers will be required to practice proper hand hygiene as an important infection control measure.

– School buses will be cleaned and disinfected after the morning and afternoon runs. Approved cleaning supplies and training will be provided by the Maintenance Department in compliance with all EPA, OSHA, and CDC Guidelines.

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Critical Task - OperationsTransportation

• Serve individually plated meals in the school cafeterias while promoting proper social distancing (6 feet apart) by all students. – Ala Carte options will not be available

• Use disposable food service items (e.g., utensils, dishes).

• If an event is scheduled, no food will be offered.

• Optical/infrared scanners will be purchased to scan a barcode on a card or smartphone to replace the system of students keying their pin number on a keypad to reduce possible transmission of COVID .

• Food service employees will wear appropriate masks and gloves at all times when preparing and serving meals.

• Hand sanitizer will be available for use by students/staff near the cafeteria areas.

• All vendors delivering food/milk/supplies to the food service area through the loading dock are required to wear face coverings.

• Students/parents are encouraged to use touchless payment options to minimize handling cash.

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Critical Task - OperationsFood Service

MCPS must ensure policies and procedures address the changing physical, mental and emotional needs of all employees

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Critical Task – Human ResourcesLead: Ms. Billie Kay Wingfield, Executive Director of Human Resources

• Employee Readiness to Work Survey

• Protocol for Employee Screening, Monitoring, and Reporting of Signs and Symptoms of COVID-19 – Protocols were created to respond to employees with signs,

symptoms and / or exposure to COVID. ✔ Training will be provided for each site’s Point of Contact and

Administration

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Critical Task - Human Resources

Protocol: If an employee calls in sick before reporting for work

Employees should assess themselves daily for symptoms of COVID-19 before reporting to work. See the Employee Agreement for Self-Screening. Employees should ask themselves: “YES or NO since my last day of work, have I had any of the following:”

• A new fever (100.4°F or higher) or a sense of having a fever.

• A new cough that cannot be attributed to another health condition.

• New shortness of breath or difficulty breathing that cannot be attributed to another health condition.

• New chills that cannot be attributed to another health condition.

• A new sore throat that cannot be attributed to another health condition.

• New muscle aches (myalgia) that cannot be attributed to another health condition or specific activity (such as physical exercise).

• A new loss of taste or smell.

If an employee answers YES to any of the screening questions or is ill before reporting to work, the employee should stay home and not report to work. The employee must notify the supervisor(s). The supervisor will notify the school nurse/COVID-19 point of contact person (POC) for follow-up action.

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Protocol: If an employee reports COVID-19 symptoms while at work

The school should activate the emergency protocol for COVID-19 as follows:

1. Immediately isolate the ill person from others and ask that person to wear a facemask or cloth face covering.

2. Determine if the person needs medical care.

3. Contact the employee’s supervisor (if applicable).

4. If the person is experiencing any medical emergency or emergency warning signs of COVID-19, including, but not limited to:

– trouble breathing,

– persistent pain or pressure in the chest,

– new confusion or inability to arouse, or

– bluish lips or face, call 911 and notify the operator that the person might have COVID-19.

5. MCPS staff should not transport anyone who is sick to their home or to a healthcare facility. If immediate transportation is needed, school administrative staff should call 911 for assistance.

6. The supervisor will notify the POC for follow-up action.

7. Close off areas used by a sick person and do not use them until after cleaning and disinfection. Wait 24 hours before cleaning and disinfecting. If it is not possible to wait 24 hours, wait as long as possible. Ensure safe and correct application of disinfectants and keep disinfectant products away from children.

Most cases of COVID-19 are mild and do not require medical care. In these situations, the ill person can self-isolate at home. If the person is not severely ill, but medical care seems indicated, a healthcare facility OTHER THAN a hospital emergency room should be used (if possible) and contacted prior to arrival.


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https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html

Protocol: If an employee reports possible exposure to COVID-19

The employee should notify the supervisor(s).

• Staff members are to immediately notify their supervisor(s) if the person(s) living in the same household with the employee

– become sick with COVID-19 symptoms,

– test positive for COVID-19, or

– if they, the employee, may have been exposed to someone who is confirmed or suspected to have COVID-19.

• Supervisors are to immediately notify their POC. The POC should review with the supervisor the health department guidelines for a possible exposure and close contact. The POC shall then report to the Supervisor of Nursing to review health department guidance and appropriate reporting and/or action.

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Protocol: COVID-19 Reporting and Follow-up for Supervisors

The supervisor will notify their building/department COVID-19 point of contact person. For schools this will be the school nurse. School nurse will notify the following:

• Administrator/Principal

• Building level Custodial Services, if appropriate, and

• Supervisor of Nursing.

For Central Office and other Support Services, the POC will be the Supervisor of Nursing. The Supervisor of Nursing will:

• Notify the Executive Director of Human Resources and the Benefits Assistant.

– Notification of possible exposure

• Contact the Prince William Health District (PWHD) Nurse of the Day for guidance and reporting as indicated, if a suspected or confirmed case of COVID-19.

• Provide updates and action steps to the supervisor(s) and/or the school nurse, as directed by the PWHD.

– Example, Initiate Internal Contract Tracing

• Notify members of the Executive Cabinet of report and for decision-making related to possible next steps such as:

– Cleaning

– Possible closure

– Media Inquiries and Notifications

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• Workplace Coronavirus Infection Email to Employee(s)– The Benefits Office will notify employee(s) that may have

been exposed to COVID-19 in the workplace • Employee Agreement for Self-Screening of COVID-19

Symptoms (TalentEd) – Employees will monitor their health before reporting to work

each day – Every employee will receive (sign) the agreement in TalentEd

Records

• COVID Testing Sites – To assist employees with the location of COVID-19 testing

sites, a listing will be posted on the Benefits webpage.

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Families First Coronavirus Response Act GCBE-R (continued)On March 18, 2020, the Families First Coronavirus Response Act (FFCRA) was signed into law. The FFCRA includes two provisions (Acts) regarding employee leave. "Paid sick leave" must be paid leave under the Emergency Paid Sick Leave Act. "Expanded family and medical leave" means paid leave under the Emergency Family and Medical Leave Expansion Act. The expanded paid sick leave and family and medical leave provisions are effective from April 1, to December 31, 2020. Under the FFCRA, employees may take paid sick leave if they are unable to work or telework due to the following reasons, the employee:

1. Is subject to a federal, state, or local quarantine or isolation order related to COVID-19.

2. Has been advised by a health care provider to self-quarantine due to concerns related to COVID

3. Is experiencing symptoms of COVID-19 and seeking a medical diagnosis.

4. Is caring for an individual subject to a Federal, State, or local quarantine or isolation order related to COVID-19, or has been advised by a health care provider to self-quarantine related to COVID-19

5. Is caring for a son or daughter of such employee if the school or place of care of the son or daughter has been closed, or the childcare provider of such son or daughter is unavailable, due to COVID-19 precautions.

6. Is experiencing any other substantially similar condition specified by the Secretary of Health and Human Services in consultation with the Secretary of the Treasury and the Secretary of Labor.

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Critical Task – Human Resources

Families First Coronavirus Response Act GCBE-R (continued)

Under the FFCRA, employees also qualify for expanded family leave if they are caring for a child whose school or place of care is closed (or childcare provider is unavailable) for reasons related to COVID-19.

• If an employee does not meet any of the conditions above but choose to stay home to avoid exposure, the employee would not be entitled to leave under the FFCRA.

• All employees are eligible for the paid sick leave provisions; they need not meet any hours, days, or months worked criteria. Employees who have worked for their employer for at least 30 calendar days are eligible for the expanded family and medical leave.

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Length of Leave

• All employees are entitled to up to two weeks of paid sick leave for the above

listed six reasons. In general, a full-time employee is eligible for up to 80 hours of leave, and a part-time employee is eligible for the number of hours of leave that the employee works on average over a two-week period.

• Employees who are unable to work or telework because they are caring for a child because the child's school or place of care has been closed, or the childcare provider of such son or daughter is unavailable, due to COVID-19 precautions, employees may take an additional 10 weeks of leave. Full-time employees generally receive the leave at 40 hours a week, and a part-time employee is eligible for leave for the number of hours that the employee is normally scheduled to work over that period.

• Therefore, if an employee is home with his or her child because his or her school place of care is closed, or child care provider is unavailable, the employee may be eligible for both types of leave (paid sick leave and expanded family and medical leave), but only for a total of 12 weeks of paid leave.

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Reason for Leave Pay

The employee is subject to a federal, state, or local quarantine or isolation order related to COVID-19

Pay at either the regular rate or applicable minimum wage, whichever is higher, up to $511 per day and $5,110 in the aggregate (over a 2-week period).

The employee has been advised by a health care provider to self-quarantine due to concerns related to COVID-19.

Pay at either their regular rate or the applicable minimum wage, which ever is higher, up to $511 per day and $5,110 in the aggregate (over a 2-week period).

The employee is experiencing symptoms of COVID-19 and seeking a medical diagnosis.

Pay at either their regular rate or the applicable minimum wage, which ever is higher, up to $511 per day and $5,110 in the aggregate (over a 2-week period).

The employee is caring for an individual who is subject to a quarantine or isolation order or has been advised to self-quarantine.

Pay at 2/3 the regular rate or 2/3 the applicable minimum wage, which ever is higher, up to $200 per day and $2,000 in the aggregate (over a 2-week period).

The employee is caring for a son or daughter of such employee if the school or place of care of the son or daughter has been closed, or the childcare provider of such son or daughter is unavailable, due to COVID-19.

Pay at 2/3 the regular rate or 2/3 the applicable minimum wage, whichever is higher, up to $200 per day and $12,000 in the aggregate over a 12-week period).

The employee is experiencing any other substantially similar condition specified by the Secretary of Health and Human Services in consultation with the Secretary of the Treasury and the Secretary of Labor.

Pay at 2/3 the regular rate or 2/3 the applicable minimum wage, whichever is higher, up to $200 per day and $2,000 in the aggregate (over a 2-week period).

Employee Pay – The amount of pay will depend upon the reason for leave. Employees are entitled to pay

as follows:

• Communication to Staff About COVID-19 – Posters (Employee Rights, What to do if you were exposed to

Coronavirus disease, FaceMasks Do’s and Don’ts, When It is Safe to Be Around Others: Ending Isolation in Non-Healthcare Settings) English / Spanish

– Digital signage at schools / central office

• Employee Resource and Information on COVID are available on the MCPS / Benefits website. Topics include: – Emotional health – Physical Health – Coping with Lockdown – Working from Home – Families & Parenting

41


• Preferred Substitutes – School administrators requested preferred substitutes for

their site to timeliness and continuity with instruction– Paid training will be provided to preferred substitutes at the

applicable school

• Exploring on-site, employee paid, school age child care options through AlphaBEST

• Employee FAQ’s – Frequently asked questions that are employee related will be

housed in the mymcps portal

42


All MCPS students must have a device and adequate access to the internet by September 1, 2020.

43

Critical Task – TechnologyLead: Mr. Bobby Barrett, Director of Technology

• All Pre-K through grade 12 students will be issued an individual laptop computer

– Acer tablet computers for Pre-K

– Chromebooks for students in grades K, 1, and 2

– Windows laptops for students in grades 3 through 12

– All student laptops have similar features and functionality

✔ Touchscreen, front-facing camera, microphone, off-site Internet content filtering

• Laptop distribution

– Option 1 or 2: Students will be issued a laptop in-person during their first week of school

– Option 3 or 4: Laptops will be issued through a structured pick-up process

– Student account must be activated on the device while the laptop is connected to the MCPS network

44

Critical Task - TechnologyLaptops

• Goal 3: Implement a computer support plan

Critical Task - Technology PlanOn-Site Off-Site

Students • Building-based technology

teams provide software and

hardware support as normal

when problems are reported via

teachers.

• Repairs made and loaner

devices issued to students as

necessary

• Virtual technology help desk ticket system is available on each

school’s website for students/parents to submit technical issues.

• Incidents are logged and building-based technology team

members notified. Incidents are resolved remotely where

possible. Students/Parents contacted via phone or email.

• IT staff members have access to remote troubleshooting services

to access laptops.

• For issues not able to be repaired remotely, students will bring

the broken device on their next in-person instructional day (if

hybrid) or during a scheduled device exchange setting.

Staff • Staff members submit IT

Support Tickets to report

technical issues. Support is

provided as normal by building-

based technology teams

• Repairs made and loaner

laptops are issued to staff

members as necessary

• Staff members submit IT Support Tickets to report technical

issues.

• Incidents are resolved remotely where possible.

• IT staff members have access to remote troubleshooting services

to access laptops.

• For issues not able to be repaired remotely, teachers will bring

the broken device on their next day in the building or make

special arrangements with IT for resolution.

45

• Internet access will be provided to PreK-12 students in need

– Surveyed parents of students in grade 1 through 8 in March

– Metrics were used for discussions around possible solutions

– Mobile hotspot loaner program was determined to be the best course of action

– IT evaluated program offerings from five wireless carriers

• Next Steps

– Initial order of hotspots ordered and received

– One hotspot per household without high-speed access will be made available for loan

– Follow-up survey of all MCPS parents is ongoing to more accurately determine need

– Additional hotspots will be procured if necessary

46

Critical Task - Technology PlanInternet Access

All MCPS students and staff must have the training, tools, and instructional resources necessary to make teaching, student learning, and access social-emotional support available in any environment and in compliance with state or local orders.

47

Critical Task – InstructionLead: Dr. Ashley Cramp, Director of Instruction

• Required attendance at school and for at-home learning

• New content/instruction

• Increased work time and expectations

– Regardless of model this will be full-time school/teaching/learning

• Synchronous (live) and Asynchronous (not live) teaching and learning

• Grading of student work

• Greater structure and schedules across division

– in person learning time

– at-home learning time

48

Critical Task - InstructionMajor Differences From Spring Instruction

• Maximize in-school student learning experiences as advisable by state guidelines

• Ensure all students receive instruction that meets state/federal standards and have the necessary supports for success including:

– Access to technology and connectivity

– Social-emotional wellness

– Additional supports to meet needs of special populations

• Provide training, time, and support necessary for staff to prepare for successful reopening and a successful school year

• Ability to quickly and efficiently transition in and out of any learning model -- ex: hybrid, to distance, back to hybrid 49

Critical Task - InstructionGuiding Principles

• Technology

– All students PK-12 will be given a laptop

– Mobile hotspots will be made available to PK-12 households for instructional use.

– Goal is to use as many familiar platforms and resources as possible for students & teachers

• Schoology is our instructional platform for K-12

– Grade level teams (elementary) and Contents/PLCs/CLTs (secondary) will collaborate and work together to build 1 course per subject in Schoology

✔ Each course will be chunked into learning modules

• Assessments and Grading

• Digital resources for use at home PK-12

• Social-Emotional Learning and supports

• Mental Health supports

• Streamlined Curriculum with Identified Power Standards

50

Critical Task - InstructionElements Present in All Instructional Options

Reopen school for full in-person learning utilizing minimal operational adjustments to adhere to federal, state and local guidance.

51

Critical Task - InstructionOption 1: 100% In-Person Learning

• Teachers report to school 5 days a week

– Includes 1 professional day on Monday

– 4 days of face-to-face instruction with students Tuesday-Friday

• Students will be assigned a group and will attend school in person:

– once a week at approximately 25% capacity

✔ one day Tuesday, Wednesday, Thursday or Friday

– twice a week at approximately 50% capacity

✔ Tuesday & Thursday or

✔ Wednesday & Friday

• Some additional in person instruction may be assigned for:

– SPED self-contained students

– SPED inclusion students with some self-contained subjects/minutes

– EL Level 1 and 2 students

– Pre-K52

Critical Task - InstructionOption 2: Hybrid - Overview

• Includes a combination of synchronous and asynchronous learning

• In person instruction is focused on introduction of skills/content, re-teaching skills/content as needed, small group work, providing feedback from at home progress, etc.

• Sample home schedules would be provided as a guide for families and students

53

Critical Task - InstructionOption 2: Hybrid - Overview

Synchronous Live

AsynchronousRecorded instruction/experiences

- In person instruction

- videoconference office hours which are

open to all students

- videoconference small groups where

students receive a teacher invitation to

participate

- Both office hours and small groups are

expected and can occur on Mondays

during the professional day as well as

possibly Tuesday-Friday on teacher

planning time

- Recorded lessons each week on

new content

- 3 recorded lessons per week at 25%

- 2 recorded lessons per week at 50%

54

Critical Task - InstructionOption 2: Hybrid - Sample Professional Day

8:00-9:00 Personal Planning/Grading/Providing feedback to online work

9:00-9:30 Whole Class (elem) or Advisory (5-12) Check-In on

videoconference

9:30-10:30 Open Office Hours

10:30-12:00 CLT/Team planning & recording Lesson Videos

12:00-12:45 Lunch

12:45-1:45 Small groups on videoconference

1:45-3:00 CLT/Team planning & recording Lesson Videos

3:00-3:30 Department / Team / CLT business meeting

3:30-4:00 Make parent phone calls

55

Critical Task - InstructionOption 2: Hybrid 25% - Sample School Schedule

Monday Tuesday Wednesday Thursday Friday

Teacher

Professional

Day

Students Work

from Home With

Choice of

Activities &

Assignments /

Independent Work

/ Collaborative

Work

9:00-9:30:

PK-4 whole class

check-in and 5-12

advisory check-in

(SEL lesson, fun

activity, building

community, etc.)

*Hybrid In-School

Schedules will be

provided by admin

Group 1: In-School

HS pds 1-8

ELEM/INT/MS all core

plus rotating electives &

encore

Group 1:

At-Home

Online

Mostly Asynchronous

Group 1:

At-Home

Online

Mostly Asynchronous

Group 1:

At-Home

Online

Mostly Asynchronous

Group 2:

At-Home

Online

Mostly Asynchronous

Group 2: In-School

HS pds 1-8

ELEM/INT/MS all core plus

rotating electives & encore

Group 2:

At-Home

Online

Mostly Asynchronous

Group 2:

At-Home

Online

Mostly Asynchronous

Group 3:

At-Home

Online

Mostly Asynchronous

Group 3:

At-Home

Online

Mostly Asynchronous

Group 3: In-School

HS pds 1-8



encore

Group 3:

At-Home

Online

Mostly Asynchronous

Group 4:

At-Home

Online

Mostly Asynchronous

Group 4:

At-Home

Online

Mostly Asynchronous

Group 4:

At-Home

Online

Mostly Asynchronous

Group 4: In-School

HS pds 1-8



encore

56

Critical Task - InstructionOption 2: Hybrid 25%- Sample Elementary Home Schedule

Monday (Teacher Professional Day) Tuesday-Thursday-Friday Wednesday

Before 9 Wake Up & Breakfast Before 9 Wake Up & Breakfast

Assigned to

Group 2

At School

In person learning

All core classes and

a rotation of Art,

Music, and PE

9:00-9:30 Class videoconference 9:00-10:00 Math

9:30-10:15 Math 10:00-10:15 Break

10:15-10:30 Break 10:15-10:45 Fitness

10:30-11:15 Teacher videoconference

Small Group

10:45-11:45 Reading

11:30-1:00 Lunch & Free Play 11:45-1:00 Lunch & Free Play

1:00-1:45 Reading 1:00-1:30 SS


Small Group

1:30-2:00 SCI

2:30-3:00 Art, Music, or Fitness 2:00-2:45 Art, Music, more Fitness

*Times can vary depending upon when

teacher small groups are assigned

2:45-3:25 i-Ready Math & Reading

(20 minutes each)

57

Critical Task - InstructionOption 2: Hybrid 25% - Sample Secondary Home Schedule


9:00-9:30

Advisory

Check-In

9:30-10:45

G1-

11:00-12:15

G2

12:15-1:00

Lunch

1:00-2:15

G3

2:30-3:45

G4

9:00-10:15

B1

10:30-11:45

B2

12:00-12:45

Lunch

12:45-2:00

B3

2:15-3:30

B4

Assigned to Group

2

At School

In Person Learning

All classes

Blocks 1-8

9:00-10:15

G1

10:30-11:45

G2

12:00-12:45

Lunch

12:45-2:00

G3

2:15-3:30

G4

9:00-10:15

B1

10:30-11:45

B2

12:00-12:45

Lunch

12:45-2:00

B3

2:15-3:30

B4

58

Critical Task - InstructionOption 2: Hybrid 50% - Sample School Schedule


Teacher

Professional

Day

Students Work

from Home With

Choice of

Activities &

Assignments /

Independent Work

/ Collaborative

Work

9:00-9:30:

PK-4 whole class

check-in and 5-12

advisory check-in

(SEL lesson, fun

activity, building

community, etc.)

*Hybrid In-School

Schedules will be provided

by admin

Group 1: In-

School

HS pds G1-G4

ELEM/INT/MS all

core plus rotating

electives &

encore

Group 1: At-Home

OnlineMostly

Asynchronous

Group 1: In-

School

HS pds B1-B4

ELEM/INT/MS all

core plus rotating

electives &

encore

Group 1: At-

Home

OnlineMostly

Asynchronous

Group 2: At-

Home

OnlineMostly

Asynchronous

Group 2: In-

School

HS pds G1-G4

ELEM/INT/MS all

core plus rotating

electives &

encore

Group 2: At-

Home

OnlineMostly

Asynchronous

Group 2: In-

School

HS pds B1-B4

ELEM/INT/MS all

core plus rotating

electives &

encore

59

Critical Task – InstructionOption 2: Hybrid 50%- Sample Elementary Home Schedule

Monday (Teacher Professional Day) Tuesday & Thursday Wednesday

& Friday

Before 9 Wake Up & Breakfast Before 9 Wake Up & Breakfast

At School

In person

learning

All core

classes and

a rotation of

Art, Music,

and PE

9:00-9:30 Class videoconference 9:00-10:00 Math

9:30-10:15 Math 10:00-10:15 Break

10:15-10:30 Break 10:15-10:45 Fitness


Small Group

10:45-11:45 Reading

11:30-1:00 Lunch & Free Play 11:45-1:00 Lunch & Free Play

1:00-1:45 Reading 1:00-1:30 SS


Small Group

1:30-2:00 SCI

2:30-3:00 Art, Music, or Fitness 2:00-2:45 Art, Music, more Fitness

*Times can vary depending upon when

teacher small groups are assigned

2:45-3:25 i-Ready Math & Reading

(20 minutes each)

60

Critical Task - InstructionOption 2: Hybrid 50% - Sample Secondary Home Schedule


9:00-9:30

Advisory

Check-In

Time is

flexible for

students to

spend on

classes as

they need

9:00-10:15

G1

10:30-

11:45

G2

12:00-

12:45

Lunch

12:45-2:00

G3

2:15-3:30

G4

At School

In Person

Learning

G day

classes

9:00-10:15

B1

10:30-11:45

B2

12:00-12:45

Lunch

12:45-2:00

B3

2:15-3:30

B4

At School

In Person

Learning

B day

classes

• In Phases I, II and III in person special education instruction is permissible

• Inclusive classes: special education teachers will work collaboratively with general education teachers to provide specially designed instruction for students in person and/or virtual

• Self-contained classes: a total of five lessons per class/subject/prep will be provided to students in a combination of face to face and virtual

Cohort 1 – 4 days a week face to face/1 day distance learning (Mondays)

– School dependent students on alternate/functional curriculums or specialty classes

Cohort 2 – 2 days a week face to face/3 days distance learning

– Combination of general education setting and special education setting to meet service requirements

– Distance learning lessons provided for all students on days at home

✔ In a 50% model for general education, Cohort 2 students would receive 3 days of in person education and 2 days distance learning

Cohort 3 – Same schedule as General Education Peers

– Students in general education 100% of the day with minimal accommodations and modifications

– Special education teachers will plan collaboratively with general education teachers

Related Service Delivery (Speech and Language, OT, PT, APE, DHH, O&M, VI, Behavior/ABA, Counseling)

– Will be delivered in person to the greatest extent possible

– Telehealth will be provided as needed

61

Critical Task - InstructionOption 2: Hybrid - Special Education

Grades K-4

• Service provided via inclusion/co-teaching following the general education schedule & teacher requirements

– EL pull out support for levels 1 and 2 as needed

– Goal: Level 1 students come twice a week in the 25% model

– ESOL teachers will work with the general education teachers to preview concepts or to work on academic vocabulary of the lesson, etc.

Grades 5-6

• Service provided in self-contained setting for level 1 and 2 class

• Service provided for inclusion through co-teaching following the general education schedule & teacher requirements

Grades 7-12

• Service provided in self-contained setting for level 1 and 2 class and any self contained core classes (grades 9-12)

• Service provided for inclusion students through co-teaching following the general education schedule & teacher requirements

62

Critical Task - InstructionOption 2: Hybrid - ESOL

• Teachers provide live instruction 4 days a week via videoconference but not necessarily all subjects/periods each day

– Could instruct from home and/or school

– Mondays remain a teacher professional day like in the hybrid option

– Teachers continue to build collaborative Schoology courses by grade/content/course

• Students receive all instruction at home 5 days a week

– Learning occurs through both synchronous (live taught) and asynchronous (recorded) experiences

– Sample home schedules would be provided as guidance

63

Critical Task - InstructionOption 3: 100% Distance Learning

Synchronous New content taught live

AsynchronousRecorded instruction/experiences

- Live lessons which are also

recorded and posted for

viewing later for students who

can’t engage live

- Other synchronous

experiences will include: office

hours, small groups,

class/advisory check-ins, etc.

- Occurs when students view

posted videos

- Videos could be recordings of

the live taught sessions or

additional recorded instructional

experiences 63

• On Mondays students will work from home and teachers will have a professional day

• The professional day can be done from home, school, or a combination of both

– planning

– recording supplemental lessons for use at home

– building modules in Schoology

– grading

– providing feedback on assignments

– team meetings

– PD

– live video-conference sessions with students

✔ office hours, small group remediation/support, etc.

✔ these things can also occur Tuesday-Friday on the teacher planning time 64

Critical Task - InstructionOption 3: 100% Distance Learning-Teacher Professional Day

• Pre-K - 2:

– Minimum 2.5-3 hours a day with a teacher--could include additional targeted small groups

– 1.5 hours student choice of activity/assignment

✔ This could include choice boards, teacher assignments, reading, i-Ready, etc.

• Gr 3-4:

– Minimum 3-3.5 hours a day with a teacher--could include additional targeted small groups

– 1.5 hours student choice of activity/assignment

✔ This could include choice boards, teacher assignments, reading, i-Ready, etc.

• IS/MS/HS:

– Minimum 3.5-4 hours a day with a teacher-could include additional targeted small groups

– 2-2.5 hours student choice of activity/assignment, teacher office hours

– This could include choice boards, teacher assignments, reading, IXL, etc.

*Advanced courses may require more time*

65

Critical Task - InstructionOption 3: 100% Distance Learning - Hours by Level

66

Critical Task - InstructionOption 3: 100% Distance Learning -Sample Schedule PK-2

Monday Tuesday-Friday

Grades PK-2

Encore Tuesday-Friday

Grades PK-2

Teacher Professional

Day

9:00-9:30:

whole class check-in

(SEL lesson, fun activity,

building community, etc.)

Teachers conduct some

live small group support

sessions

Student Choice of Activities

& Assignments /

Independent Work /

Collaborative Work

8:45-9:45

Teacher Directed Instruction

10:00-11:00

ESOL/SPED/Intervention Small

Groups and/or Student Choice

11:00-11:30

Encore #1

11:30-12:45

Break/Lunch/Free Play

12:45-1:45


1:45-2:15

Encore #2

2:15-3:45

Student Choice of Activities &

Assignments

Teacher Office Hours (45 min)

**Specific subjects by day(s) and times

will be determined for Teacher

Directed Instructional time

Live sessions provided by Encore teachers

Students can engage live, watch a

previously posted video of the same Encore,

or access other websites provided by Encore

staff

Tue Wed Thurs Fri

11:00 -

11:30

PE Music PE Music

1:45-

2:15

Art Library Art Library

67

Critical Task - InstructionOption 3: 100% Distance Learning - Sample Schedule 3-4

Monday Tuesday-Friday

Grades 3-4

Encore Tuesday-Friday

Grades 3-4

Teacher

Professional

Day

9:00-9:30:

whole class check-

in

(SEL lesson, fun

activity, building

community, etc.)

Teachers conduct

some live small

group support

sessions

Student Choice of

Activities &

Assignments /

Independent Work /

Collaborative Work

8:15-9:00 and 9:15-10:00

Teacher Directed Instruction (2 subjects)

10:00-10:30

Encore #1

10:45-11:30


11:30-12:15

Break/Lunch/Free Time

12:15-1:00

ESOL/SPED/Intervention Small Groups

and/or Student Choice

1:00-1:30

Encore #2

1:30-2:15


2:15-3:45

Student Choice Activities & Assignments

Teacher Office Hours(45min)

**Specific subjects by day(s) and times will be

determined for Teacher Directed Instructional time

Live sessions provided by Encore teachers

Students can engage live, watch a previously

posted video of the same Encore, or access

other websites provided by Encore staff

Tue Wed Thurs Fri

10:00-

10:30

Library Art Library Art

1:00 -

1:30

Music PE Music PE

68

Critical Task - InstructionOption 3: 100% Distance Learning - Sample Schedule IS/MS/HS


Teacher

Professional

Day

9:00-9:30:

advisory check-in

(SEL lesson, fun

activity, building

community, etc.)

Teachers conduct

some live small

group support

sessions

Student Choice of

Activities &

Assignments /

Independent Work

/ Collaborative

Work

8:30-9:20 Period 1/G1

9:30-10:20 Period

2/G2

10:40-11:30 Period

3/G3

11:30-12:30

Break/Lunch/Free

Time

12:30-1:20 Period

4/G4

1:30-2:00 Advisory

2:00-4:00 Teacher

Office Hours (1 hour),

Small Group Supports,

and Student Choice

*Office Hours may also

be offered during

planning period

8:30-9:20 Period 5/B1

9:30-10:20 Period 6/B2

10:40-11:30 Period

7/B3

11:30-12:30

Break/Lunch/Free Time

12:30-1:20 Period 8/B4

1:30-4:00 Teacher


Small Group Supports,

and Student Choice


be offered during

planning period

8:30-9:20 Period

1/G1

9:30-10:20 Period

2/G2

10:40-11:30 Period

3/G3

11:30-12:30

Break/Lunch/Free

Time

12:30-1:20 Period

4/G4

1:30-2:00 Advisory

2:00-4:00 Teacher


Small Group

Supports, and

Student Choice


be offered during

planning period

8:30-9:20 Period 5/B1

9:30-10:20 Period

6/B2

10:40-11:30 Period

7/B3

11:30-12:30

Break/Lunch/Free

Time

12:30-1:20 Period

8/B4

1:30-4:00 Teacher


Small Group

Supports, and Student

Choice


be offered during

planning period

• In Phases I, II and III in person special education instruction is permissible

• Inclusive classes: special education teachers will work collaboratively with general education teachers to provide specially designed instruction for students in person and/or virtual

• Self-contained classes: a total of five lessons per class/subject/prep will be provided to students in a combination of face to face and virtual

• Cohort 1 – 4 days a week face to face/1 day distance learning (Mondays)

– School dependent students on alternate/functional curriculums or specialty classes

– At least one virtual activity provided on the day of distance learning

• Cohort 2 – 2 days a week face to face/3 days distance learning

– In person instruction will consist of:

– Specially designed instruction in the self-contained setting

– Specially designed instruction to assist students in accessing and learning from virtual experiences

– Virtual lessons provided for all students on days not receiving in person instruction

• Cohort 3 – Same schedule as General Education Peers

– Students in general education 100% of the day with minimal accommodations and modifications

– Special education teachers will plan collaboratively with general education teachers

• Related Service Delivery (Speech and Language, OT, PT, APE, DHH, O&M, VI, Behavior/ABA, Counseling)

– Will be delivered in person to the greatest extent possible

– Telehealth will be provided as needed

69

Critical Task - InstructionOption 3: 100% Distance Learning - Special Education

• Teachers follow appropriate schedule (PK-2, 3-4, IS/MS/HS)

• Small group sessions and office hours through video-conference (videoconference) will be expected

– Will be offered Mondays and possibly Tuesday-Fridays

• K-4

– Inclusion services will be provided through co-teaching during a block of core ‘teacher directed instruction’ time

✔ must include joint planning and delivery of the lesson, with EL supports and Ellevation activities/strategies as needed

– ESOL teachers may provide supplemental language development/language enrichment lessons for levels 1 and 2 via videos, live small group sessions, or on-line language development resource

• 5-12

– Inclusion services will be provided through co-teaching in core classes (5-8 English/ELA, math, science, social studies)

✔ must include joint planning and delivery of the lesson, with EL supports and Ellevation activities/strategies as needed

– Self-contained classes will follow the IS/MS/HS schedule

✔ Level 1 and 2 ELA/English and other core classes taught by a dually certified teacher

• ESOL Eng 9, US/VA Govt, etc.

70

Critical Task - InstructionOption 3: 100% Distance Learning - ESOL

• Students may opt-in to this option out of necessity or preference

• Students will opt-in for a semester at a time

• This option is available K-12

• Students will work from home 5 days a week

– Additional Information:

✔ Students would be assigned full-time distance learning with a teacher (elementary) or teachers (secondary)

• When possible, utilize our own staff to oversee student progress and supplement when needed

✔ Elective choices may be limited

✔ Students will work through prescribed courses through an online platform

• Platforms being considered:

• Virtual Virginia K-12

• Edmentum 6-12

• Calvert Learning K-5

• Students would utilize the platform for the majority of their learning and assignments

– Teachers would supplement as needed with recorded videos, additional resources, office hours, and small group videoconference sessions 71

Critical Task - InstructionOption 4: 100% Opt-In Distance Learning

• Counselors will support social-emotional learning (SEL), mental health, and academic advising through multiple methods

– Recorded lessons, in-person support (hybrid model) live support through video-conferencing, dedicated office hours

✔ School psychologists and division social worker will also provide support as needed

– Community resources and supports will be shared

• All Students

– Counselors will implement at least one SEL lesson to all students weekly (virtual group or recorded). Lessons shall be aligned within the five core SEL Competencies to include:

✔ Self-Awareness

✔ Self-Management

✔ Social Awareness

✔ Relationship Skills

✔ Responsible Decision-Making

72

Critical Task - InstructionCounselor Support--Provided in Any Option

• At-risk Students– Tier 2:

✔ Small group instruction led by counselors to address specific skill-set deficits• In-person, virtual group and/or or recorded sessions with the intent to

introduce skill-building strategies✔ Referrals for community-based supports (if needed) completed by

counselor/psychologist. • Referring school staff will provide school-related “case management “ and

follow-up of student– Tier 3:

✔ Small group instruction led by counselors and/or psychologists as noted above with additional individual school-based support

✔ Referral to division social worker or student services coordinator for additional supports• Counselors provide limited case management and follow-up of student

• Social-Emotional Learning– Discussions around SEL will be held with administrators, counselors and other staff– Formal SEL curriculums as well as enhancement of the existing counseling lessons and

supports are being discussed– A decision about how we will move forward with SEL will be forthcoming soon

73

Critical Task - InstructionCounselor Support

• Teacher and staff preparation and support will be crucial for success

– Intense training and PD August 3-14 on the following:✔ Division-wide PD (August 4-5: new ELA resources, needs assessment results)

✔ School-based PD (principal determined)

✔ PD for safety/Covid-19 mitigation strategies

✔ PD for building operations and procedures

✔ PD for instructional platforms and blended learning strategies

✔ Use of familiar platforms when at all possible

• Principals are working to prioritize PD needs to ensure adequate time to:

– learn/prepare for instruction

– set up classrooms

– train on mitigation strategies/procedures

• Human Resources and Operations will be working with Ms. Keegan to streamline PD

• PD sessions will be similar format to Spring school closure PD for staff:

– Items to review in advance

– Sign-up for sessions on your schedule✔ Voluntary sessions starting around July 20 with repeat offerings August 3-14

• PD will continue throughout the year for staff

• Trainings will be provided to parents on identified areas of need (ex: Schoology, videoconference)

74

Professional Development

• Focus Areas:– Establishing relationships and classroom community within the

new model for instruction

– Establishing norms, routines, and procedures for classroom, school, and home

– Device, hot spot, instrument, etc. distribution

– Training on Schoology and other blended learning platforms

✔ building digital competency

– Understanding schedules and expectations for home and school

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First Few Weeks of School With Students

• Outlined below are a few of the major communication methods available to MCPS.

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Communication PlanMethod Description

Email Electronic mail messages that may be sent to students and/or parents in

mass groupings. Specific recipients/groups may also be sent messages.

Telephone &

Text Messaging

Electronic system (Blackboard Connect5) used to push mass

notifications to registered telephone numbers (including text messaging

for those who have opted in) of parents and staff members. Can be used

at a division or school-level.

Schoology MCPS learning management system (LMS) encompassing all students.

Parents may be provided access to the accounts of their student(s).

Division Website Public divisions and school-level web pages accessible to everyone.

Smartphone App MCPS custom app available to anyone on Android and IOS platforms.

Social Media Public communications vehicles available to anyone (subject to

companies’ age limitations) that creates an account and “follows” MCPS

accounts.

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Budget Impact

Technology $ 389,000

Instructional Needs $ 215,000 *

Manipulatives & Supplies $ 150,000

Communication $ 30,000

Total $ 784,000

* Virtual learning costs for students who choose to opt-in to 100% distance learning is not known at this time.

• July 8 - July 13 School Board Members submit questions to Dave Lyon, Director of Assessment and Accountability

• July 14 School Board will consider all options and take action on the instructional model to implement in school year 2020-2021.

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Next Steps

MCPS Forward 2020 Task Force:

School Year 2020-2021 Preparation and Options

July 8 , 2020

MCPS Taskforce Forward 202079

Documents

MCPS Forward 2020 Task Force: School Year 2020-2021 ... · 1. Operations: MCPS must have the resources, equipment and procedures to ensure our learning spaces are healthy environments